This document outlines key concepts from several perspectives on personality psychology. It discusses Freud's psychoanalytic perspective including the id, ego, superego and psychosexual stages. It also covers trait theory including Eysenck's two factor model and the Big Five. Learning theory perspectives like behaviorism and social cognitive theory are examined. The humanistic perspective focuses on free will and self-actualization. Finally, the sociocultural perspective addresses how culture influences personality and the self-concept. The document concludes by describing objective and projective personality tests.

3. Learning Outcomes
• Understand the psychoanalytical perspective and
how it contributed to the study of personality.
• Explain the trait perspective and the “Big Five” trait
model.
• Identify the contributions of learning theory in
understanding personality.
• Describe the humanistic perspective on personality.
• Describe the sociocultural perspective on personality.
• Describe the different kinds of tests psychologists use
to measure personality.

4. Truth or Fiction?
 Biting one’s fingernails or smoking cigarettes as an
adult is a sign of conflict experienced during early
childhood.
 Bloodletting and vomiting were once recommended
as ways of coping with depression.

5. Truth or Fiction?
 2,500 years ago, a Greek physician devised a way of
looking at personality that – with a little “tweaking”-
remains in use today.
 Actually, there are no basic personality traits. We
are all conditioned by society to behave in certain
ways.

6. Truth or Fiction?
 The most well-adjusted immigrants are those who
abandon the language and customs of their country
of origin and become like members of the dominant
culture in their new host country.
 Psychologists can determine whether a person has
told the truth on a personality test.

7. Truth or Fiction?
 There is a psychological test made up of inkblots,
and test-takers are asked to say what the blots look
like to them.

8. What is Personality?

9. What is Personality?
Personality is the reasonably stable patterns
of emotions, motives, and behavior that
distinguish one person from another.

10. The Psychoanalytic Perspective

11. Theory of Psychosexual Development
Sigmund Freud
• Psychoanalysis
– Form of therapy used to explore the unconscious mind
• Three levels of awareness
– Conscious, preconscious, unconscious
• Unconscious urges are kept below the surface by repression

12. The Human Iceberg According to Freud

13. Structure of Personality
• Three psychic structures of personality
– Id
– Ego
• Defense Mechanisms
– Superego
• Identification

14. Id, Ego, and Superego

15. Stages of Psychosexual Development
• Stages: Oral, Anal, Phallic, Latency, Genital
• Fixations at any stage are expressed by
characteristics of that stage
– Oral Fixation
– Anal Fixation

16. Stages of Psychosexual Development
• Oral Stage
– Conflict centers on nature and
extent of oral gratification
– Excessive or insufficient
gratification leads to fixation
• Anal Stage
– Focuses on the control of
elimination of waste
– Learn to delay gratification
– self-control

17. Stages of Psychosexual Development
• Phallic Stage
– Oedipus or Electra complex
– Resolved through identification
with same sex parent
• Latency Stage
– Sexual feelings
remain unconscious
• Genital Stage
– Incest taboo

18. Other Psychoanalytic Theorists
• Carl Jung - Analytical psychology
– Downplayed importance of sexual instinct
– Collective unconscious
– Archetypes
• Alfred Adler – Individual psychology
– People are motivated by an inferiority complex
– Drive for superiority
– Creative self

19. Other Psychoanalytic Theorists
• Karen Horney
– Argued girls do not feel inferior to boys
– Social relationships are more important than
unconscious sexual and aggressive impulses
• Erik Erikson – Psychosocial Development
– Eight stages named for traits that should develop at
each stage

20. Evaluation of Psychoanalytic Perspective
• Freud argued that personality is subject to scientific
analysis
• Focused attention on childhood experiences,
importance of sexuality, effects of child rearing,
people’s distortions of perceptions to meet their
needs
• No evidence for existence of psychic structures
• Problems with clinical method for gathering evidence

21. The Trait Perspective

22. What are Traits?
• Traits are reasonably stable elements of personality
that are inferred from behavior
In most of us by
the age of thirty,
the character has
set like plaster,
and will never
soften again.
William James

23. History of the Trait Perspective
• Hippocrates (ca. 460-377 BC)
– Personality depends on the balance of four fluids
(humors) in the body
– Disease was reflected by imbalance and was
restored through bloodletting and vomiting
• Gordon Allport (1936)
– Catalogued 18,000 human traits

24. Hans Eysenck’s Trait Theory
• Focus on relationship between
– Introversion – Extraversion
– Stability – Instability (Neuroticism)
• Similar to Hippocrates’ four traits

25. Eysenck’s Personality Dimensions and
Hippocrates’ Personality Types

26. The “Big Five”: The Five-Factor Model

27. Learning-Theory Perspectives

28. Behaviorism
• John B. Watson
– Focus on determinants of observable behavior, not
unseen, undetectable, unconscious forces
• B.F. Skinner
– Emphasized the effects of reinforcements on
behavior
• Criticism
– Ignore the role of choice and consciousness

29. Social Cognitive Theory
• Albert Bandura
– Focuses on learning by observation and cognitive
processes of personal differences
– Reciprocal determinism
• People influence environment as environment
influences people
• Person and Situational Variables

30. Situational and Personal Variables

31. Social Cognitive Theory
• Predicting behavior is based on
– Expectancies about the outcome, and
– Subjective values perceived about those outcomes
• Self-efficacy expectations
– Beliefs we can accomplish certain things

32. Social Cognitive Theory and Gender Typing
• Observational learning
• Reinforcements and Punishment
• Gender Schema Theory
– Children attempt to construct identities that are
consistent with the appropriate gender “script”

33. Evaluation of Learning Perspective
• Emphasize observable behaviors which can be
measured
• Avoid the inner human experience
– Thoughts, feelings
• Social cognitive theory does not explain development
of traits

34. The Humanistic Perspective:

35. What is Humanism?
• Humanism argues people are capable of
◌ free choice
◌ self-fulfillment
◌ ethical behavior

36. Humanism versus Psychoanalytic Theory
• Humanistic psychologists believe people have a
conscious need for self-actualization
– Maslow’s Hierarchy of Needs
• Psychoanalytic theory suggests people are motivated
to gratify unconscious drives

37. Carl Roger’s Self Theory
• Roger’s self
– Your ongoing sense of who
and what you are
• Self Theory
– Focuses on nature of self and
conditions that allow the self to
develop freely

38. Self-Concept and Frames of Reference
• Self-Concept
– Our impressions of ourselves and our evaluations
of our adequacy
• Frames of Reference
– The way in which we look
at ourselves and the world

39. Self-Esteem and Positive Regard
• Unconditional positive regard
– Accepts child as having intrinsic merit regardless of
present behavior
• Conditional positive regard
– Accepts child only when they behave in the desired
manner
• Conditions of Worth
– Develop in response to conditional positive regard

40. Evaluation of Humanistic Perspective
• Focus on conscious experience
– Strength - personal experience is important to
people
– Weakness - private and subjective
• Does not address development of traits and
personality types

41. The Sociocultural Perspective

42. Individualism Versus Collectivism
• Individualist
– Define self in terms of personal identities
– Give priority to personal goals
• Collectivist
– Define self in terms of groups to which you belongs
– Give priority to the group’s goals

43. Acculturation, Adjustment and Self-Esteem
• Acculturation
• Patterns of Adjustment
– Complete assimilation, Bicultural, Complete
separation
• Highest self-esteem in those who do not surrender
their culture

44. Evaluation of Sociocultural Perspective
• Deals with external forces that become internalized
• Enhances our sensitivity to cultural differences and
expectations

45. Measurement of Personality

46. Characteristics of Scientific Personality Tests
• Validity
– Extent to which test measures what it is supposed
to measure
• Reliability
– Ability of one’s test results from one testing to
another
• Standardization

47. Use of Personality Tests
• Assess psychological disorders
• Predict likelihood of adjustment in work/school
• Measure aptitudes
Two Types of Personality Tests
– Objective
– Projective

48. Objective Tests
• Respondents are presented with standardized group
of test items in form of questionnaire
– Forced-choice format
• Minnesota Multiphasic Personality Inventory (MMPI)
– Designed to diagnose psychological disorders
– Validity scales and clinical scales

49. Projective Tests
• No clear, specified answers
• Rorschach Inkblot Test
– Response that reflects the shape of the inkblot
• Sign of adequate reality testing
– Response that integrates several features of the
blot
• Sign of high intellectual functioning

50. Projective Tests
• Thematic Apperception Test
– Individuals are asked to make up stories about
drawings that are open to various interpretations
– Widely used in research on motivation and to
determine attitudes toward others

51. Questions?
Test Monday on chapters 9 & 11
check Blackboard for study sheet
All makeup tests on May 2nd
following regular class